Swales’ Three-Move Model for Introductions

Move 1- establishing a territory
Just how much has texting affected language the way we are used to it today? This research question is significant to myself and others because the majority of us are users of texting /instant messaging and, moreover, abbreviating words within the text to either save time, shorten the text to fit more within the allotted amount of characters, or maybe even because we have already developed a habit of it. Either way, texting is currently one of the top forms of fast communication and also the problematic cause of abbreviating words and therefore, affecting linguistics.

Move 2- Establishing a Niche
There is enough evidence to prove that texting has affected grammar in the classroom, but could it be powerful enough to actually begin to form a new, more slang affiliated language? Not enough evidence has been collected to prove this. However, it is true that the broader topic of linguistics is looking a future full of change.

Move 3- Occupying the Niche
- The purpose of my essay is to argue the main points as to exactly how texting has affected the way we speak at home and in the classroom.
- The reader can expect to be enlightened on the topic of texting by finding scholarly research included in this paper to prove my main point.
- The way in which I will organize my research paper is this: (It will be broken up into these sections) Introduction, methods, results, and discussions.

Quiz Ch. 7 & 8

I feel as if my research fits the definition of Fact. As it states in Lunsford's text, "Factual arguments tend to be driven by perceptions and evidence,” and in my paper, I definitely utilize statistics, studies, and research done by students and authors in order to solidify my factual argument. When reading the text, I found an interesting statement. The author states that in truth, a great majority of factual arguments start with society searching for a problem or working with something that will brew up a problem. My research question, ‘how has texting effected language as we know it today’ parallels this notion of people actively looking for a problem, (an interesting one at that) and then using hard evidence to solidify why language is evolving the way it is because of texting. Upon reading Lunsford’s ‘Everything’s an Argument,’ identifying an issue that already has a potential audience is key. He goes on to say that there are a plentiful amount of books floating in libraries that are written primarily to pursue these factual questions. By choosing the topic of texting and its effect on language, my paper is only backed by facts and “hard evidence”, not logic.
When I initially began my paper, I realized that my sources were going to be the key to a successful paper. It was imperative that I find scholarly articles that were peer reviewed by other universities, and then proven to be legitimate. Moreover, I needed to know what sort of content was included in these articles in order to make my paper and argument as strong as possible, which was not an easy task to complete. Reading Chapter 7 of our book, parts of the text soothed my worries. “Quite often, you may have only so many words or pages to make a factual argument.” This was my exact case in a few situations at the beginning stages of putting my paper together. However, my actions to produce a powerful argument in this paper and my next paralleled what the book suggested one do in this case. It is not how many words you have from articles and sources, it’s the detail and persuasive, factual evidence in the paper that really hit the ball home in creating a masterpiece paper.
Without researching a topic first, one cannot claim anything as a “fact” without legitimate evidence proving the reasoning. After researching texting and language evolution hours upon end, I feel confident enough to turn my hypothesis into a claim because I have found enough evidence to prove that there in fact has been an effect on language because of texting, and the slang and shorthand it involves. Overall, because my sources are scholarly and approved by peers, and they also incorporate the key features of a factual argument, I feel as if my topic vs the things I read in “Everything’s an Argument” agree that my paper fits in to the factual category.

Reflection of my writings

When I think about the research I have found to date on Core 2, I am not surprised with what I have discovered. I feel as if it is common knowledge that our world is in a constant rush. A rush to get ready in the morning, a rush to get to work on time, a rush to get through the checkout line at the grocery store.. So why would rushing through a text message be any different? In our age, with digital literacy on the rise, more and more people are text messaging, and sending short-hand texts at that. My goal in Core 2 was to answer my research question: How much has text messaging affected language the way society is used to it today? Through the use of a few scholarly articles such as "Writing in the Texting Generation" and "A Way with words or Away with words; Effects of Texting and IMing on Language," I was able to obtain research having to do with the relationship between texting and language that helped me to form a an argument I will be able to elaborate on in Core 4.In fact, according to a survey by the Pew Internet and American Life Project, over 64% of all teenage students have admitted that forms of texting and short hand have influenced their academic writing”.

As far as conversation between authors of my Core 2 go, I feel as if they all agree on the notion that there has been an obvious effect on language, which I will go further into detail in my argument of our future core paper. I feel as if I have produced a thorough paper and I do trust my sources because they are conisdered scholarly. Although I feel my argument is strong, my only concern would be possibly finding more sources to set my argument in stone.

Core 1

“It is indeed a rare university student who does not use computers-on a regular basis- for writing and research activities, for communicating with classmates and teachers, for organizing and scheduling tasks, and for many additional purposes.”(Selber 3). In speaking of our digital age, this quote really hit the nail on the head. Inevitably, the use of technology has become a part of our everyday lives. From sitting in an auditorium using a 'clicker' , to being at the workplace and placing an order online to restock inventory, technology is all around us, no matter where we are or what we are doing, even in jobs where you think you are least likely to find it.

My Past & Present: When I take a trip down memory lane, I think about how the days where a good old board game with the family or an innocent game of hide and go seek have vanished. Not because I’ve gotten any older, but because the influence of my computer and all of the addicting and time consuming games, programs, and websites it has to offer keep me from spending time doing things outdoors or with my friends and family. I spend countless hours a day sitting at my computer checking my email, working on my online class, commenting facebook profiles, googling random questions, or even just killing time. In recognizing what I mainly use a computer for, I have realized that my technological skills are very limited, and although I have spent countless hours upon hours sitting at it, I have not tapped in to a computer’s true capabilities yet because I have been using it more for leisure then work purposes. Without a doubt, I feel like I am one of those students Selber mentions in his writing that needs to be better prepared by professors for the digital age (Selber 4.) Now that I am a student in college, this moment is the time for me to start gearing myself, and my technological skills towards my future, and my career.

My Future: I just recently changed my major to International Relations (IR), which entails working closely with our government and interacting with nations and states, as well as the international society as a whole. This major accommodates a large spectrum of academic fields, giving me the option to pursue my dream of working for the government abroad as a diplomat in an American embassy. My argument is that technology cannot be escaped, even in jobs where you think you are least likely to find it. In my initial thoughts of my future career, I saw myself interacting strictly with people and having no need for digital literacy skills. After conducting some research, I discovered that it does entail the use of a few digital technologies that I will need to understand how to use. For example, I will be traveling a lot, as diplomats do venture into places the every day man off the street cannot. As Eva Holland writes in her journal entry speaking of her diplomatic father, "Diplomats go where the average traveler can't, from full-on hot zones like Iraq and Afghanistan to more stable, impoverished places like Haiti or Chad" (Holland 1.) Therefore, the work-oriented technologies I will be using will revolve around two major technologies, one being a Global Positioning System (GPS). It is important that I understand how to correctly operate a GPS because life overseas is just as unpredictable as the future. One never knows where they will be headed tomorrow, and when time is money, I can't afford to get lost. In relating this to Bolter’s writings, I found it ironic how true the words he predicted were in saying, “ Although print remains indispensable, it no longer seems indispensable, that is the curious condition of the late age of print (Bolter 2). Hence, the reason I feel the need to carry around the latest technology in the GPS market rather than an outdated stingy, torn apart map.

The other and most significant technology in my future workplace is the computer. Obviously, working for the government, there will be a plethora of classified documents for official eyes only. This is why, as silly as it sounds, it is imperative that I must understand what to and not to click on to stay away from viruses and Internet hackers. I want to understand how to use a computer safely, especially if it means preventing harm to our government. Among other things I will need to have exquisite skills in are the Microsoft tools including Word, Excel, PowerPoint, and Access. When I think of being a Diplomat, I know that office skills are going to be imperative when I am at the Embassy. Moreover, I can see the computer becoming an incredible source in helping me to understand the roots of my own country, as well as becoming familiar with the host country I am to work in. The computer definitely holds a wealth of information when it comes to language, ethnicities, religions, cultural traditions, and many other subjects that I might need to have common knowledge on of the country I will be assigned to. I plan to use this technology to perform my job to its fullest extent; although it will be challenging, I want to understand how to properly use all the above technologies in order to become a successful member of our workforce. Therefore, whether we realize it or not, technologies have snuck their way in to many different places and jobs, even the ones we least expect.

In conclusion, my relationship with technology is that of any average Joe. Nothing to boast about, but it gets me by on a daily basis. As of now I depend on technology more so in the play oriented category, but after conducting this research and really sitting down to think about it, I’m realizing that this is a bad thing. While I’m still young, I must snip this problem at the root and begin to use my technological resources more wisely, so that I can become computer savvy in the workplace, because as Selber states, “Colleges and universities are beginning to embrace requirements for computer literacy, as employers and academic accrediting agencies strongly urge upper-level administrators to do so.(14)” Therefore, as the world progresses into a digital age, I must advance my skills along with it.

Works Cited

Bolter, Jay D. Writing Space. Mahwah: Lawrence Erlbaum Associates Inc, 2001. Print.

Holland, Eva. The Life of a Diplomat (2010). Print

Selber, Stuart. Multiliteracies for a Digital Age. Southern Illinois UP, 2004. Print.

paragraph on audience awareness

Molly Smith

Kelsey Sauer

February 3, 2010

Audience Awareness

Article: Decisions and Revisions: The Planning Strategies of a Published Writer

By: Carol Berkenkotter

Our article, Decisions and Revisions: The Planning Strategies of a Published Writer follows credited author, Donald Murray. His writing process is examined as he is given three different tasks. In stage one, he is writing for his own work. Every minute he spent drafting was recorded through a think aloud protocol. This was an easy task for him. The third stage of examination was easy for him as well. His task was to revise an article for a professional journal. Readers of the professional journal are the typical audience he writes for. It was the second stage where he had trouble getting started. He was given a task which specified audience, subject, and purpose. He was asked to write to readers of Jack and Jill Magazine. The audience of the magazine is young readers, who he is unfamiliar with. He didn’t know where and how to start because his vision of audience was unclear. It was when he remembered the daughter of a man he met the previous night, he was able to in vision his readers and finally get started. Carol Berkenkotter, the author of this article and observer of Murray is proving that without a clear sense of audience, your paper may not be appealing or appropriate. Maintaining audience awareness is crucial when writing.

Part II of Core 1

Inevitably, the use of technology has become a part of our everyday lives. From sitting in an auditorium using a 'clicker' , to being at the workplace and placing an order online to restock inventory, technology is all around us, no matter where we are or what we are doing. I just recently changed my major to International Relations (IR) which entails working closely with our government and interacting with nations and states, as well as the international society as a whole. This major accomodates a large spectrum of academic fields, giving me the option to
pursue my dream of working for the government abroad as a diplomat in an American embassy.

After conducting some research, I discovered the well known fact that I will be travelling a lot, as diplomats do venture into places the every day man off the street cannot. As Eva Holland writes in her journal entry speaking of her diplomatic father, "Diplomats go where the average traveler can't, from full-on hot zones like Iraq andAfghanistan to more stable, impoverished places like Haiti or Chad" (Holland 1.) therefore, the work-oriented technologies I will be using will revolve around a Global Positioning System (GPS), a telephone, and a computer.

It is important that I understand how to correctly operate a GPS because life overseas is just as unpredictable as the future. One never knows where they will be headed tomorrow, and when time is money, you can't afford to get lost. Another technology vital to the success of a diplomat is a phone. Whether it be to ring over to another embassy or to even get in touch with a family in the US if someone gets hurt/killed abroad, telephones are a key player in the world of international relations.

The last significant technology in my future workplace is the computer. Obviously, working for the government, there will be a plethora of classified documents for official eyes only. This is why it is imperative that I must understand what to and not to click on to stay away from viruses and internet hackers. I want to understand how to use a computer safely if it means preventing harm to our government. Just recently, a Chinese spy network hacked into "classified documents" on government computers in approximately 103 countries by having GhostNet system download a Trojan onto effected computers (Harvey 1.)

To perform my job to its fullest extent, I want to understand how to properly use all the above technologies.


Works Cited

Harvey, Mike. "Chinese hackers 'using ghost network to control embassy computers'" Times Online [London] 30 Mar. 2009.

The Life of a Diplomat. By Eva Holland. Usa. 1 Feb. 2010. Performance.

part 1 core 1

In the world of technological literacy, I stand in a category that is insecure of my computer skills. Without a doubt, I feel like I am one of those students Selber mentions in his writing that needs to be better prepared by professors for the digital age (Selber 4.) When I think about it, I am a definite tool user, but I'm not necessarily a 'user'. I don't go out of my way to try to learn and acquire skills for technological literacy that I know probably will not utilize.
With that being said, in the categories of multimedia, work oriented, and play oriented, I stand different in understanding in each of those areas.In multimedia, I understand how to use certain tools like flash, windows media and the website, youtube. In school oriented technology, I understand how to use my laptop. In play oriented, I stand strongest, I can use my smart phone, my digital camera, my ipod, and my wii. I am interested in learning how to make and use a successful website. Also, learning how to blog and using that on a regular basis would be interesting as well. Obviously, it goes without saying I am stronger in technology that is play friendly. However, I feel like I need to improve on basic computer skills and brush up on things that are assumed I already know being a young student in the digital